Member accounts in the assessment of professional competence

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dc.authoridIcbay, Mehmet Ali/0000-0002-6789-0306
dc.contributor.authorIcbay, Mehmet Ali
dc.contributor.authorKoschmann, Timothy
dc.date.accessioned2025-01-27T20:58:12Z
dc.date.available2025-01-27T20:58:12Z
dc.date.issued2015
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe process of licensing within the medical profession is built on a practical work of defining what competences constitute the profession, of determining how these competences can be acquired, and of specifying how they can be assessed. In order to obtain a medical license in the United States, medical students are evaluated on the basis of clinical encounters with standardized patients. By demonstrating how medical students' performances in clinical encounters are assessed, this study illustrates how the assessment of professional competence is practically accomplished. Because it frames the work of assessment as a situated interactional and practical work, the study focuses on how three faculty members in a series of panel meetings carried out the practical work of rating candidates' performances. The data were taken from a corpus of audio-recorded panel meetings where the physician-raters first watched the video-recorded student performances, rated them individually, and finally reached a consensus collectively for each clinical encounter. In examining how they accomplished coming to an agreement for the examinees' performances, we see that by using different local strategies, panelists made themselves accountable as both competent physicians and efficient raters. We also notice that panelists made a distinction between being accountable for efficient raters and being accountable for competent physicians when they were supposed to concede their ratings.
dc.description.sponsorshipNational Institute of Mental Health (NIMH) Division of Services and Intervention Research (DSIR) [5R03MH74970-2]
dc.description.sponsorshipThe work described here was supported in part by a grant (Grant #: 5R03MH74970-2) from the National Institute of Mental Health (NIMH) Division of Services and Intervention Research (DSIR).
dc.identifier.doi10.1515/text-2014-0034
dc.identifier.endpage206
dc.identifier.issn1860-7330
dc.identifier.issn1860-7349
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85015648262
dc.identifier.scopusqualityQ1
dc.identifier.startpage177
dc.identifier.urihttps://doi.org/10.1515/text-2014-0034
dc.identifier.urihttps://hdl.handle.net/20.500.12428/26639
dc.identifier.volume35
dc.identifier.wosWOS:000350772600003
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherDe Gruyter Mouton
dc.relation.ispartofText & Talk
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectaccountability
dc.subjectperformance-based assessment
dc.subjectethnomethodology
dc.subjectprofessional competence
dc.subjectmedical licensing
dc.subjectstudent performance
dc.titleMember accounts in the assessment of professional competence
dc.typeArticle

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